EFFECT OF SCAFFOLDING INSTRUCTIONAL METHODS ON UPPER BASIC YEAR 3 STUDENTS’ ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES

Abstract

This study explore the effect of scaffolding in the teaching and learning of Social Studies. Social Studies, like any other subject, are expected to equip learners with basic knowledge and also with higher cognitive skills which will enable them to solve problems and develop critical and analytical thinking to promote self-development and continuous learning. This study was conducted to ascertain the effectiveness of scaffolded approach in the teaching and learning of Social Studies. To achieve the stated expectation, the study adopted the quasi-experimental pre-test, post-test, control group and comparison group design. Eighty participants from Upper Basic year 3 students were involved in the study. Achievement test was conducted on the two groups. Mean and standard deviation were used to analyse the data. The study revealed that scaffolding improves academic achievement; it also provides students with the necessary support to grasp complex Social Studies concepts. It is however recommended that there is need for regular in service training for Social studies teachers which must be designed to address new developments in current social issues and ways of integrating those issues into the curriculum.